PSYCHO-SOCIAL CHALLENGES AMONG SECONDARY SCHOOL TEACHERS IN OGUN STATE, SOUTH WEST, NIGERIA

Abstract

Teaching profession is a complex and demanding occupation that requires a unique blend of cognitive, emotional, 
and social skills, and is often accompanied by various psychosocial challenges that can negatively impact teachers' 
well-being and instructional effectiveness. This study investigated the psychosocial challenges faced by senior 
secondary school teachers in Ogun State, South West Nigeria. A descriptive survey design was employed, and a 
total of 120 teachers were selected through stratified random sampling. The results showed that rural and urban 
senior secondary school teachers did not significantly differ in psychosocial challenges, with both groups facing 
similar challenges. However, married teachers faced more psychosocial challenges than unmarried teachers. 
Additionally, science and arts background senior secondary school teachers did not significantly differ in 
psychosocial challenges. Based on the findings, the study recommended that there is need for teacher support 
programs, marital status-specific interventions, and subject-area neutral support to address the psychosocial 
challenges faced by teachers. Furthermore, school administrator training and policy reforms are necessary to address 
the root causes of psychosocial challenges faced by teachers.